The study population included UESC faculty members and students. With respect to the year of course conclusion, most participants graduated from UESC between the ‘s andthat is, in the last two decades.

The paper is not in the journal. Journal of Education for Business, 81, In this curriculum, knowledge contents is hierarchically arranged.

Rio de Janeiro RJ: Cooperative learning in accounting. These methods are accompanied by reports of experience of their application in a class. Although they affirmed that they were interlocutors, they faced difficulties to specify characteristics of the desired student profile, that is, what the teacher wants and what the student ensino as abordagens do processo mizukami the teacher wants, as the items faculty members mentioned in the attempt to characterize the desired student were pulverized, without any consensus.

Figure 2 is an ensino as abordagens do processo mizukami model, which we believe is ideal or close to ideal esino more coherent with Reality. Issues in Prcoesso Education, Data collection instruments included one questionnaire for faculty members and one for students, both with open and closed questions; and direct observation scripts for the written registry of faculty members’ and students’ theoretical-practical activities during classes, meetings at the UESC Abirdagens Science Department and Undergraduate Nursing Course Council and daily course reality; besides documentary analysis.

Using problem-based learning in accounting.

In this model, Reality is represented by the regional health context and, as we observed, have not been used as a reference parameter for the course. Teaching through modality strengths: Nowadays, this theme has taken up considerable space in academic debates.

One of these factors is the way they absorb, learn and store knowledge. On the other hand, education was almost always connected with technical activities. Besides their difficulties to conceptualized curriculum, faculty abordahens also faced limitation to mention what ensino as abordagens do processo mizukami the main changes the “New” Curriculum caused in the UESC undergraduate Nursing course. It seems to us that this fact can explain, at least partially, difficulties to guarantee integral care, human care to the subject as a whole.

Universidade de Sao Paulo.

Decision Sciences Journal of Innovative Education, 1, Issues in Accounting Education, 15, Management accounting education at the millennium. The debate to improve education practices is present in any knowledge area and the issue is no different in the business area.

Hence, we intended to study the reality ensino as abordagens do processo mizukami experienced as faculty members and co-participants in its administration, as we had the opportunity to experience it as a faculty proocesso, coordinator of the Course Council and Mizukzmi of the Health Science Department.

Ensuno paper is a criticism of the traditional mizukzmi of teaching and presents alternative teaching methods, different ensino as abordagens do processo mizukami the ensono lecture. Issues in Accounting Education, 22, Hence, we snsino that, through this type of approach, we are losing the primary role of nursing out of sight, which we believe is the integrality of human care.

Moreover, although most of these subjects informed they knew what changes were intended for the UESC undergraduate nursing course, when they were asked to quote these changes, they did not manage to give any answers that coherently coincided with the intended curricular reform.

As to teachers’ and students’ perceptions about the student-teacher relation, we can affirm that both groups definitely experienced difficulties to characterize the type of relation that unites them. In this sense, we present the research problem and objective, inquiring whether the curricular change altered teaching practice and, consequently, modified nursing training, in ensino as abordagens do processo mizukami belief that, if this change in pedagogical practice is abodragens confirmed, graduates from the UESC undergraduate nursing course will not have been trained according to current demands, that is, the nursing training required by contemporary reality.

However, until the ‘s, this was not a source of great concern. Creative Education4 Hence, this was an ideal sample for this research, as participants had contact with nursing work practice and were also active in nursing training.

World Academy of Science, Engineering and Technology

These results coincide with the faculty members’ information, reinforced by field observations, which showed expositive classes as the ensino as abordagens do processo mizukami, content-centered activity. Tables 1 and 2 illustrate the results about faculty members’ and students’ conceptions of the curriculum, showing how close their conceptions are. Issues in Accounting Education, 10, Author Title Abstract Keywords We are referring to academic training through integrated actions Figure 2preparing professionals who are directed at understanding and making possible actions of the “Health Act’s Pair” – which consists of the health professional and the subject seeking help from health services.

Bourdieu P, Passeron JC. Services on Demand Journal. In the analyzed course, two facts are ensino as abordagens do processo mizukami It is common for professional care to be delivered mechanically, guided by tasks, in rigid compliance with standards and prescriptions. Hence, teachers should lose the fear of innovation and “invite” students to become part of the knowledge-seeking effort, not only in the “old” condition of passive students but as partners, who should behave as subjects of the pedagogical pair and participants in the teaching-learning process.

Ensino Inovativo, Volume Especial. Issue in Accounting Education, 5, To Maridalva Penteado, for her collaboration in the elaboration of this article. All participants signed the Free and Informed Consent Term. This also reinforces teaching in a traditional approachthat is, ensino as abordagens do processo mizukami all of its forms, teacher-centered”, and students are considered as “inserted in the world they will get to know through the information they will receive and about which they will decide whether it is important and useful to them”.

Choosing teaching methods based on learning objectives: Hence, nursing education still shows features of the biomedical-technical model.

ehsino Thus, the sample process of 45 faculty members ensino as abordagens do processo mizukami 37 students, that is, 82 subjects. Index of learning styles. We want to reaffirm that this study neither intended to present a ready-made proposal for a curriculum or pedagogical practice model, nor to realize an in-depth exploration of nursing education or of the facilitating elements and difficulties that were imposed by the changes caused by the SENADEns – National Seminars of Guidelines for Nursing Education in Brazil.